Tips on developing and improving number sense and basic math skills

[houseof1000questions]

TL;DR Summary

I have very poor number sense and have always struggled immensely with mathematics, it's holding me back in my studies however I have never met a tutor or teacher that was able to help me improve my number sense. I'm nearly finished college with first or second grade level math skills even though I try to improve I just don't know where to start.

Sincere apologies if this is the wrong place to post this-
I fell through the cracks in elementary and school earning "pity passes" from well meaning teachers, despite going to summer school every year I never truly learned anything, eventually I was able to guess my way to the minimum passing mark and move on.

In university everything changed- I was no longer able to just hope my answer was close enough and I could not understand the work at all. I focused on my strengths but now I'm attempting to finish the classes I previously failed and I'm realizing just how many basic skills I lack. I have had very little success in teaching myself. I cannot do mental math, I cannot multiply or divide without counters.

I do know that I am capable of learning as I was briefly able to calculate wood volume from measurements of a tree trunk and the moisture content of soil as well as a few other things but I never truly understood what the equations meant or how I arrived at that answer. My past at a university and college mean I don't qualify for adult education help here for basics.

Has anyone here been through this? The more I learn about math the more I wish I could understand it. I just adore soil but again my poor math skills hold me back from truly appreciating and understanding so many aspects of soil on a deeper level. Any and all tips are very much appreciated.

 

[berkeman]

Welcome to PF.

Have you been evaluated by a medical professional yet for potential learning disabilities? That could be part of the problem with how hard you are finding some subjects.

 

[houseof1000questions]

Welcome to PF.

Have you been evaluated by a medical professional yet for potential learning disabilities? That could be part of the problem with how hard you are finding some subjects.

Thanks for the welcome! I have been tested for ADHD, which I do have, but nothing that can explain my lack of number sense. Because I am able to work and live without assistance I need to pay out of pocket for further assessments and I cannot afford it.

 

[berkeman]

Were you evaluated for dyslexia?

 

[houseof1000questions]

Were you evaluated for dyslexia?

I was not due to the fact I was able to read above my grade level and did not seem to struggle with reading or writing, I was assessed at age 17.

 

[berkeman]

You might take a look at this small book to see if it helps or frustrates you. It has some great tips and tricks for doing quick calculations in your head, and I enjoyed it a lot. You could check your local libraries to see if they have a copy or can get it on an inter-library loan:

 

[houseof1000questions]

You might take a look at this small book to see if it helps or frustrates you. It has some great tips and tricks for doing quick calculations in your head, and I enjoyed it a lot. You could check your local libraries to see if they have a copy or can get it on an inter-library loan:

View attachment 354429

Thank you so much! I can't wait to give this a try.

 

[FactChecker]

Most of the problems I have seen were due to students proceeding to more advanced mathematics before really being comfortable with the more basic skills. I often have to go way back and help them drill basic things. All of mathematics builds on prior skills. It may be the first subject a student sees that is like that.
If you are having trouble on something, make sure that everything it is built on is familiar to you. It will save a LOT of time to review and practice those things.

 

[houseof1000questions]

Most of the problems I have seen were due to students proceeding to more advanced mathematics before really being comfortable with the more basic skills. I often have to go way back and help them drill basic things. All of mathematics builds on prior skills. It may be the first subject a student sees that is like that.
If you are having trouble on something, make sure that everything it is built on is familiar to you. It will save a LOT of time to review and practice those things.

Thank you so much for the reply. I have been working on multiplication because I can add and subtract with aids like writing it out, using counters or a calculator- would you say that it is necessary to be able to do it mentally before progressing to multiplication?

 

[fresh_42]

Thank you so much for the reply. I have been working on multiplication because I can add and subtract with aids like writing it out, using counters or a calculator- would you say that it is necessary to be able to do it mentally before progressing to multiplication?

I think this reply by @FactChecker does not apply to your situation which is much more basic. I once had a student who had dyscalculia (F81.2) which is something other than dyslexia (F81.1). She had also trouble with numbers. Any therapy is highly individual. There are no pills. We got along with concentration and fun during tutorial hours.

I'm not saying you have this, but it could be an explanation since dyscalculia occurs in five to seven percent of the world's population, which is quite a lot.

 

[houseof1000questions]

I think this reply by @FactChecker does not apply to your situation which is much more basic. I once had a student who had dyscalculia (F81.2) which is something other than dyslexia (F81.1). She had also trouble with numbers. Any therapy is highly individual. There are no pills. We got along with concentration and fun during tutorial hours.

I'm not saying you have this, but it could be an explanation since dyscalculia occurs in five to seven percent of the world's population, which is quite a lot.

Thanks for your reply, this has crossed my mind a few times but I have no real way of knowing until I can afford to get assessed. Maybe trying something more ''fun'' than my current method of studying will help.

 

[fresh_42]

Thanks for your reply, this has crossed my mind a few times but I have no real way of knowing until I can afford to get assessed. Maybe trying something more ''fun'' than my current method of studying will help.

My strategy was a mixture of concentration and fun. It isn't easy to concentrate over a longer period, so some time to breathe and smile can really make a difference. For example, when she once more forgot to mention units, I asked her, "Three plus two, what? Trees or bushes?" Far better than simply stating the mistake!

 

[houseof1000questions]

My strategy was a mixture of concentration and fun. It isn't easy to concentrate over a longer period, so some time to breathe and smile can really make a difference. For example, when she once more forgot to mention units, I asked her, "Three plus two, what? Trees or bushes?" Far better than simply stating the mistake!

This reminds me of a math teacher I had my first year of college, he was always trying to keep me engaged but couldn't help me, there wasn't enough time for it. I agree it's the small things like this that help me stay motivated it really is so much better than just pointing out mistakes!

 

[FactChecker]

Thank you so much for the reply. I have been working on multiplication because I can add and subtract with aids like writing it out, using counters or a calculator- would you say that it is necessary to be able to do it mentally before progressing to multiplication?

I am not qualified to give an opinion on this. I think that I should leave this to others.